My aim in this paper is to draw the attention of educational theorists to the pedagogical arguments that Plato puts forward in his account of imperfect political systems ("Republic," VIII and IX)--viz. his discussion of timocracy, oligarchy, democracy and tyranny. I present Plato's account of political systems and argue that the educational arguments found in this section of the "Republic" can be of notable merit for contemporary virtue education for two main (and interrelated) reasons: (i) they highlight ways in which virtue education can fail to bring about the desired outcome (viz. intellectually and morally virtuous students), and (ii) they show the significance of an 'education of desire' for the development of intellectual virtues in students. Following Plato's lead, I argue that physical education is instrumental in training students to regulate their desires--ultimately enabling them to develop intellectual virtues. This is of significant import to contemporary virtue-based approaches to education considering that virtue theorists have yet to determine the best methods to foster the growth of intellectual virtues in students and overlook the significance of physical education for the development of intellectual excellences.